Web-Based Virtual Laboratory Development for Basic Practicums in Science and Technology
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TEM Journal. Volume 11, Issue 1, pages 396-402, ISSN 2217-8309, DOI: 10.18421/TEM111-50, February 2022.
Web-Based Virtual Laboratory
Development for Basic Practicums in
Science and Technology
Sriadhi Sriadhi 1, Abdul Hamid 2, Restu Restu 3
1
Department of ITC Education, Universitas Negeri Medan, Medan, Indonesia,
2
Department of BT Education, Universitas Negeri Medan, Medan, Indonesia,
3
Postgraduate Program, Universitas Negeri Medan, Medan, Indonesia
Abstract – The limitations of laboratory practice lead development of science, technology and stakeholder
to graduates’ low competence. This study aims to demands. Students in the fields of science and
develop a web-based virtual laboratory application to technology need sufficient laboratory practicums to
overcome the inability to implement laboratory be competent in their scientific field. To achieve this,
practicums due to limited facilities and regulations
there are many determining factors, such as teaching
related to the COVID-19 pandemic. The application
was built using the system development life cycle materials, learning facilities, and the learning process
(SDLC) model. The results from the LMS virtual labs [1]. In the fields of science and technology,
test revealed the high suitability of the application for laboratory practicums are needed to provide
use. The Virtual Labs module application as LMS professional competence [2]. In fact, it was
content was considered feasible and effective for use in discovered that student laboratory practicums were
basic science and technology laboratory practicums. not always conducted due to a lack of facilities, a
The study recommended the use of the virtual limited number of instructors, and the ratio of
laboratory application so that students could perform participants to the availability of practicum sessions
laboratory practicums virtually and independently as [3]. This weakness has caused students’ competence
if in a real laboratory without being hindered by time,
and learning outcomes to decrease.
laboratory facilities, and instructors.
Universitas Negeri Medan (Medan State
Keywords – Virtual Labs, science and technology, University) has long been experiencing problems in
learning outcomes. the implementation of laboratory practicums,
especially in the Faculty of Engineering. Under
1. Introduction normal conditions, laboratory practicums are always
delayed due to a lack of facilities, a substantial
The development of science and technology requires
number of students using the laboratory, and limited
universities to prepare graduates according to the
availability of practicum sessions [4]. The existence
of the COVID-19 pandemic has worsened the
DOI: 10.18421/TEM111-50 conditions because actual laboratory practicums were
https://doi.org/10.18421/TEM111-50 not allowed. Thus, innovative efforts are needed to
overcome these problems.
Corresponding author: Sriadhi Sriadhi,
The main problem relates to the low competence of
Department of ITC Education, Universitas Negeri Medan,
students, especially students majoring in the fields of
Medan, Indonesia.
science and engineering. This problem is caused by
Email: sriadhi@unimed.ac.id
the lack of laboratory practicums, which has led to
Received: 03 January 2022. students’ competence and professional expertise
Revised: 12 February 2022. learning outcomes decreasing. Innovative efforts are
Accepted: 18 February 2022. necessary to solve this problem so that the quality of
Published: 28 February 2022. education does not decrease further. These efforts
© 2022 Sriadhi Sriadhi, Abdul Hamid & Restu include addressing the availability of practicum
Restu; published by UIKTEN. This work is licensed under sessions, materials and equipment used, practicum
the Creative Commons Attribution‐NonCommercial‐ mechanisms, and evaluation of laboratory practicum
NoDerivs 4.0 License. results.
The article is published with Open Access at
https://www.temjournal.com/
396 TEM Journal – Volume 11 / Number 1 / 2022.
TEM Journal. Volume 11, Issue 1, pages 396‐402, ISSN 2217‐8309, DOI: 10.18421/TEM111‐50, February 2022.
1.1. The Purpose and Urgency of the Study Laboratory practicums cannot be performed for
several reasons, such as being of high risk and
This study aimed to build a virtual laboratory dangerous and limited facilities and resources [10],
application system (Virtual Labs) that can be used by [11]. The existence of the COVID-19 pandemic has
students to conduct basic laboratory practicums made virtual laboratories an absolute must for
virtually. The practicums are devoted to students practicum learning because laboratory practicums are
majoring in the fields of science and technology not allowed. A virtual laboratory enables students to
including the subjects of basic physics, basic perform practical work using computer-aided
electronics and basic electrical engineering. This simulation applications combined with web-based
application was developed to be web-based so that it resources; interactive media, educational videos,
could be accessed online and in real time. The stages animations, and simulations and educational games
of the research were as follows: in online learning environments [9].
1) Analyze users’ needs based on the curriculum Utilization of the Virtual Labs application makes
and developments in science and technology. learning more interesting, interactive, effective, and
2) Design a workflow that regulates the correlation efficient; and learning can occur anywhere and
between variables in the system. anytime and in real time [12]. Virtual Labs simplifies
3) Build a web-based e-learning LMS by complex processes into simple processes, visualizes
establishing online learning activity features, abstract objects into reality, and reduces the risk of
teaching material storage, discussion forums, harm in science and technology periments [4], [11].
virtual practicum applications, and evaluations. In addition, virtual laboratories with interactive
4) Test the performance of the web-based e- simulations can improve creative thinking and
learning LMS according to standards. problem solving skills, increase the meaning of what
5) Develop Virtual Labs application modules is learned, and provide a real context for learning
covering basic concepts, multimedia animations, with real conditions [13], [14].
interactive simulations, worksheets, and virtual The selection of Virtual Labs as a solution to this
laboratory practicum simulations. problem is based on the results of needs analysis and
6) Test the feasibility of the Virtual Labs a literature review providing research results and
application module system based on the previous best practices. Many studies have proven
feasibility standard. that virtual laboratories are effective for practical
7) Test the effectiveness of the system as a virtual learning in various subjects such as physics [5]; [15],
laboratory. chemistry [10], biology [16], magnetism [17], basic
electronics [7], computers [18], engineering
The results of this study were unique and novel. education [14], [19]. The results of these studies have
The proposal is an innovation in virtual laboratory proven that virtual laboratories have many
practicum learning that visualizes abstract science advantages, so it is considered appropriate to solve
events and makes them real, making them easily the problem of the absence of laboratory practicums
understood by students. In addition, the virtual that resulted in students’ low learning outcomes.
laboratory was intended to solve problems that the
laboratory practicums could not be conducted due to 2. Research Methods
various limitations. Therefore, laboratory practicums
needed to be performed virtually. This research was conducted at the State
University of Medan – Indonesia in 2021 with the
1.2. Theoretical Study aim of developing basic laboratory practicums in the
A virtual laboratory (Virtual Lab) is a laboratory fields of science and technology. The application
consisting of interactive multimedia-based computer program was developed using the system
software designed to simulate laboratory activities as development life cycle (SDLC) method through
if the user was in an actual laboratory [5], [6]. several stages, including (1) system investigation, (2)
Virtual laboratories utilize computer equipment and system analysis, (3) system design, and (4) system
applications based on e-learning rules and the use of implementation [20]. The SDLC model was selected
various media, such as videos, educational games, because it uses a complete cycle to identify users’
animations and simulations, to visualize laboratory needs. The framework of the CodeIgniter software
activities as they are performed in actual laboratories and Personal Home Page (PHP) were used based on
[7], [8], [9]. The various advantages of a virtual the advantages of their security systems, practicality
laboratory practicum include visualization or and access speed. The database uses MySQL and
simulation and interaction of experimental PostgreSQL due to their advantages and the
phenomena as if they occurred in an actual flexibility of the table structures [21].
laboratory.
TEM Journal – Volume 11 / Number 1 / 2022. 397
TEM Journal. Volume 11, Issue 1, pages 396‐402, ISSN 2217‐8309, DOI: 10.18421/TEM111‐50, February 2022.
LMS Virtual Labs performance testing refers to a A. An administrator logs in and has access to (1)
life cycle procedure, namely, verifying that the academics to manage course data, lecture halls,
program meets system requirements through stub study programs, faculties, and academic years; (2)
testing, unit testing, black-box testing, white-box students to manage active participants during
testing and integration testing [20]. The feasibility lectures; (3) lecturers to manage caregivers and
test of the Virtual Labs application module includes 9 class schedules; and (4) lectures to manage
aspects of the test, namely, the subject matter, lecturers’ assignments, scheduling and student
auxiliary information, affective considerations, assessment management.
interface, navigation, pedagogy, invisible features, B. A lecturer logs in and has access to facilities
robustness, and supplementary material [22]. The including (1) approval of lecture participants; (2)
effectiveness of the virtual laboratory system (web- lecture management that consists of lecture
based LMS & Virtual Labs application module) was contracts, teaching materials and the storage of
tested with the implementation of basic physics, hyperlinks to YouTube, Google Drive, Dropbox
basic electronics, and basic electrical engineering and practicum assignments; and (3) assessment,
practicums. including test instruments, exam schedules, and
reports.
3. Results and Discussion C. A student logs in and has access to (1) practicum
registration; (2) downloaded teaching material
Virtual Labs was developed in the form of a web- documents, presentation slides, videos,
based learning LMS using the SDLC model. The animations, and virtual practicum simulations;
investigation stage of the system succeeded in and (3) examination and report results.
identifying the problems and system procedures;
Figure 2. and Figure 3. show some of the features
compiling alternative solutions; and classifying the
available in the Virtual Labs application program.
system development, technical feasibility and
economic feasibility. System analysis succeeded in
classifying the data and system requirements and
designing a new system that is more effective and
efficient, easy (user-friendly) and logical. System
design includes the conversion procedures for more
detailed system services, compiling data structures,
information display criteria, and system
configuration. In the implementation stage, the
system includes improving the system design, testing
and installing new program applications and system
testing. The application system provides three access Figure 2. Display of the Virtual Labs LMS
groups: (a) administrators, (b) lecturers or lab staff,
and (c) students. The system flow is shown in Figure
1.
Figure 3. Virtual experiment of Dioda
Program performance testing using SDLC syntax
was performed on each program model unit to test
whether the performance was in accordance with the
design, unit integration and connection reliability in
the system. The final results of the test based on all
Figure 1. Data flow of the Virtual Labs system aspects of the criteria group showed its feasibility,
and the results are shown in Table 1.
398 TEM Journal – Volume 11 / Number 1 / 2022.
TEM Journal. Volume 11, Issue 1, pages 396‐402, ISSN 2217‐8309, DOI: 10.18421/TEM111‐50, February 2022.
Table 1. Feasibility of LMS Virtual Labs
No Aspects & Criteria Feasibility Average
Design & Construction 87.30
a. layout system 83.67
b. program facilities 88.00
c. navigation 93.67
d. hyperlink 95.00
1 e. interface 82.67
f. interactivities 85.67
g. visualization 92.00
h. color resolution 85.00
i. operational system 80.00
User needs 81.89
Figure 4. Feasibility of the Virtual Labs module
2 a. needs representative 80.33
b. level of usage 82.33 The tests for the virtual laboratory module were
c. help desk system 83.00 conducted several times according to the feasibility
Reliability 86.56 of each aspect. Some aspects, such as the pedagogy
a. stability 82.67 and navigation aspects, were found to be feasible
3 with very high eligibility criteria in the first test.
b. consistency 89.00
c. compatibility 88.00
However, other aspects, namely, robustness and
supplementary materials, were improved several
Security system 84.67 times until they were found to be feasible. The
4 a. login system 91.67 eligibility limit for the Virtual Labs module was set
b. program security 80.00 at a minimum of 80% to ensure content validity,
c. multiple layers 82.33 although in its implementation, lecturers would
Ease of use 83.33 continue to develop the content on an ongoing basis
as needed.
5 a. usability 85.67
The next test was the test of effectiveness of the
b. friendly 81.00
system through the implementation of lectures using
c. support system 83.33 the Virtual Labs system (web-based LMS & Virtual
Total mean 85.48 Labs module application) for the basic physics, basic
electronics and basic electrical engineering modules.
Web-based LMS testing was executed several The measurement used a scale of 5 for groups of
times to obtain eligibility according to the established students in three study programs, namely, informatics
standards. Design and construction obtained the technology and computer education (ITCE),
highest score of 87.3%, as required. Furthermore, the electrical engineering education (EEE), electrical
user needs aspect, although feasible, needs to be engineering (EE); and the results are shown in Table
improved to meet user needs. The differences in 2.
students' initial abilities in mastering the three Table 2. Mean score of effectiveness
subjects caused differing needs that need to be
followed up with more specific activities for these No Aspects ICTE EEE EE Average
needs to be accommodated into Virtual Labs 1 Content relevance 4.65 4.35 4.26 4.42
application content. The overall test results showed 2 Teaching materials 3.82 3.79 3.74 3.78
that all aspects of the LMS were confirmed to be 3 Concept clarity 4.25 4.28 4.12 4.22
Practical
feasible with results greater than 80%. 4 3.68 4.64 4.36 4.23
application
After the web-based learning LMS system was
5 Simulation Media 3.86 4.52 3.88 4.09
confirmed to be feasible, the next test was the Practical
feasibility of the Virtual Labs module application as 6 4.64 4.58 4.35 4.52
Mechanism
LMS content. Tests were performed by validators 7 Data recording 4.32 4.25 4.61 4.39
who were experts in the fields of educational 8 Enrichment 3.64 3.42 3.28 3.45
technology, multimedia learning and teaching Level of
9 4.62 4.68 4.35 4.55
materials. Using the criteria from Alessi and Trollip competences
(2001), the results of the feasibility test for the 10 Acceptability 4.53 4.55 4.42 4.50
Virtual Labs module application are shown in Figure 11 Student motivation 4.28 4.56 4.52 4.45
4. Learning
12 4.68 4.35 4.36 4.46
satisfaction
Total 4.25 4.33 4.19 4.26
TEM Journal – Volume 11 / Number 1 / 2022. 399TEM Journal. Volume 11, Issue 1, pages 396‐402, ISSN 2217‐8309, DOI: 10.18421/TEM111‐50, February 2022.
The results of the data analysis showed that 10 of Virtual Labs application module as LMS content to
the 12 aspects obtained a mean score greater than support virtual laboratory practicums with 90.1%
4.0, which was categorized as very high. Learning effectiveness.
outcomes (LO) achieved the highest average score of If analyzed based on the respondent group, the
4.55, which was equivalent to 90.1%. Some of the mean scores of the effectiveness of the three study
supporting aspects of the practicum materials programs had differences, even though the mean
developed in the application were very relevant, with scores were still high. For this reason, comparative
an average score of 4.42 (88.4%). The practicum statistical analysis was executed using the ANOVA
mechanism achieved a score of 4.52 (90.4%), and the technique. The results of the test of the homogeneity
availability of simulation media and data recording of variances, which are the requirements of the
of practicum results was greater than 80%. Support analysis, obtained a P value of 0.765. This means that
for these aspects was required by students to perform the three groups were affirmed to be homogeneous at
the practicum correctly and effectively. The results of = 5%. Then, a comparison test was conducted using
this study agreed with those of previous relevant one-way ANOVA, and the results are shown in Table
studies conducted by Dhang et al. [7], Gupta [11], 3.
and Shopi and Eka [15].
Animation and simulation media also played a very Table 3. ANOVA
significant role in improving students’ understanding
in virtual laboratory practicums. This was a result of Effect.Aspects
the process of preparing animation and simulation Sum of Mean
media on the Virtual Labs application module that df F Sig.
Squares Square
paid attention to the principles of multimedia design, Between Groups .124 2 .062 .420 .660
as emphasized by Mayer [23]. In addition, cognitive
Within Groups 4.884 33 .148
load reduction was also implemented to improve the
information processing system so that information Total 5.008 35
could be received, understood, and stored in the brain
system, as emphasized by Clark and Mayer [24]. In The ANOVA test results show a P value of 0.660,
the development of this virtual laboratory module, which accepts Ho. These results proved that there
the role of artificial intelligence in the form of were no significant differences in the effectiveness of
augmented reality and virtual reality was also very using the Virtual Labs application module in the
substantial so that it could meet the students’ needs, three sample groups. The effectiveness of using the
especially to answer the problem related to the Virtual Labs application in the informatics
absence of real-time laboratory practicum due to technology and computer education study program
various obstacles. The results of this study reached an average score of 4.25, which means that
strengthened the findings of previous studies, the problem of low student competence due to the
especially the research conducted by Nantsou et al. limitations of laboratory practicum can be solved
[12]. with 85% effectiveness through virtual laboratory
Regarding acceptability, an average score of 4.5 practicum using the Virtual Labs application.
was obtained, meaning that the acceptability of the Likewise, the electrical engineering education and
Virtual Lab module application reached 90% electrical engineering study programs reached
according to users’ (student) expectations. This effectivenesses of 86.6% and 83.8%, respectively.
acceptance increased students' learning motivation, The results of this study were in line with the
which was classified as high (89%) and ultimately research of Tatli and Ayas [10], which confirmed
led to 89.2% satisfaction with using the Virtual Labs that virtual laboratories could solve the issues of
application module. The improvement of these basic chemistry practicums; Murniza’s research [16],
psychological aspects was necessary because it in biology through the VLab-Bio application; and
affected learning activities that would determine the Gupta's research [17], in the field of a virtual lab
achievement of the students’ laboratory practicum module for concepts of electric and magnetic fields.
learning outcomes, as evidenced in previous studies Thus, the results of this study proved that Virtual
[8], [25]. There were two aspects that still need to be Labs could be a solution to the problem of the
improved, namely, the scope of the content material
absence of basic laboratory practicum in the fields of
and enrichment. However, the results of the overall
science and technology due to limited facilities or
effectiveness analysis of the Virtual Labs application
other obstacles, such as the COVID-19 pandemic.
module were high, with a total mean score of 4.26
equivalent to 83.2%. Thus, the Virtual Labs Virtual laboratories are the right solution that strive
application module proved to be feasible and to increase students’ learning outcomes from virtual
effective for use as a virtual laboratory practicum laboratory practicums without being limited by time,
model. The eligibility included web-based e-learning place, facilities, instructors, laboratory assistants and
as an LMS that could be accessed online and the other limitations.
400 TEM Journal – Volume 11 / Number 1 / 2022.TEM Journal. Volume 11, Issue 1, pages 396‐402, ISSN 2217‐8309, DOI: 10.18421/TEM111‐50, February 2022.
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